LESSON PLAN: In person

Math Lesson 5: Length Lesson duration: 1 hour Year P/1 Class Context: A highly multicultural P/1 classroom
with a range of differing abilities and diverse learning
needs.
Rationale Content Description Elaborations
Students are practicing their • Measure and compare the lengths, masses, and capacities Elaborations
measuring skills, informally using of pairs of objects using uniform informal units. • Understanding that in order to compare objects, the unit of
concrete materials. measurement must be the same size
Prior Knowledge Risk Assessment Resources
• Miss Blythe’s measuring rules N/A • Anchor chart
• Connector cubes
• Classroom table
• Worksheet
Learning Time Guide Content/Learning Experience Teaching Class Assessment
Intentions Strategies Organisation Techniques
We are learning Introduction (Engagement)
• Introduce the topic, learning intention and success criteria. • Student work
to measure • Anchor chart Whole samples
• Overview of the rules of measurement on the board using
length with 15 min the anchor chart. class
everyday objects • Instruct student to sit on the floor in a circle. • Explicit instruction
so we can be • Complete a think aloud while modelling how to use the Individual • Observation of
builders. connecting cubes to measure. • Modelling student responses
Success • Explicitly show how to measure the table using connecting
cubes.
Criteria • Discuss as a class and ensure all students understand. • Concrete
• I can measure materials
using everyday Body (Exploration/Transformation/Presentation)
objects. • Instruct students to complete the activity.
• I can measure • Activity: Students will have a worksheet with a list of
from a starting objects to measure using the connector cubes.
35 min
• Circle the room to gauge student learning and engagement
point to a finish
and assist.
point. • Stop, watch, and ensure the class is focused,
• I know when to misconceptions are not occurring and learning intention and
stop measuring. success criteria are being achieved.
• There are no
gaps between my Conclusion (Presentation/Reflection)
materials. • Instruct students to sit in a circle on the floor.
10 min
• Reflect on student answers, learning, and address
• I can count my
misconceptions.
materials.
 Object How many cubes long?

Eraser

Glue stick

Pencil

Paper

Book

Chair

Table
LESSON PLAN: Remote learning
Math Lesson 5: Length Lesson duration 10 min instructional video Year P/1 Class Context: A highly multicultural P/1 classroom
with a range of differing abilities and diverse learning
needs.
Rationale Content Description Elaborations
Students are practicing their • Measure and compare the lengths, masses, and capacities Elaborations
measuring skills, informally using of pairs of objects using uniform informal units. • Understanding that in order to compare objects, the unit of
concrete materials. measurement must be the same size
Prior Knowledge Risk Assessment Resources
• Miss Blythe’s measuring rules N/A • Video
• Teaspoons
• Bed/table

Learning Time Guide Content/Learning Experience Teaching Class Assessment

Intentions Strategies Organisation Techniques
We are learning 4 min Introduction (Engagement) • Student work
to measure • Introduce the topic, learning intention and • Video Remote samples uploaded
length with success criteria. learning
• Overview of the rules of measurement on the to portfolio
everyday objects board. • Explicit instruction
so we can be
builders. Body • Modelling
Success (Exploration/Transformation/Presentation)
Criteria • Complete a think aloud while modelling how to • Concrete
• I can measure 5 min use the teaspoons to measure. materials
using everyday (No gaps, start and stop point, record answer)
objects.
• Explicitly show how to measure the bed using
• I can measure
teaspoons.
from a starting
• Explicitly show how to measure the table using
point to a finish
point.
teaspoons.
• I know when to • Discuss measuring rules as you measure.
1 min
stop measuring.
• There are no Conclusion (Presentation/Reflection)
gaps between my • Instruct students to measure a table and their
materials. bed and upload their response to their Portfolio.
• I can count my
materials.

Video:
Rylee’s Annotation:
The first lesson plan in the document was planned for in the classroom delivery. I had planned for the students to practice measuring items in the classroom using informal units
(connector cubes). Unfortunately, Victoria was put back into lockdown and I had to adapt the lesson, so it was suitable for remote learning. Students had learnt about length and
the rules of measuring in the previous face-face lesson. I made a few changes to the lesson, however kept the content (measuring using informal units - length) the same. I
adapted the lesson by delivering the learning intention, success criteria and rules for measuring (prior knowledge) in the form of an instructional video. This video was then
uploaded to class dojo for both the Foundation/Grade 1 classes to view and complete. Throughout the process of adapting from face-face to remote learning I felt very
supported from Laura, and she assisted me with changing the lesson and creating the video. I believe the video went well. The learning intention and success criteria was clear,
I used a strong confident voice, instructions were clear, and the video was uploaded in a timely fashion. Overall, I believe students understood the task. I received a handful of
students from both classes handing in videos of themselves completing the learning activity. From this I was able to gauge which students understood the task and which
students needed further development. However, this was very hard to assess online. I have included one of my focus student’s work samples below and my informal feedback
on her work. From this experience, I have learnt that remote teaching is much harder than teaching students face to face. Unlike the classroom, you cannot have conversations
with students and assess their responses. In addition, not all students are attending remote learning or uploading their work. There are a lot of challenges when teaching online,
however it is an experience that will help me in my teaching career, and I am glad I got to experience it.

Student work samples and my feedback:

Refection on remote learning:

Personally, I have both struggled and learnt a tremendous amount during online learning. It was a challenge to structure lessons as many students did not have their books at home and some
students did not have devices or access to materials. There are several students that I’ve not been able to connect with more than a few times. The biggest lesson that I have learned is that
structure and routine is vital, and it is important to focus on relationships and knowing students and their families first. Prior to remote teaching, I assumed I would have to aim to complete
what I would normally do during the hour class periods in the classroom. It was difficult to adapt as I still wanted to use class materials and do the same activities and make it all fit somehow,
in the online space. However, after professional discussions with Laura, I realised it is impossible to make that work. Moving to remote learning means technology which was something
entirely new for me. Prior to my professional practicum, I had never used WebEx and am grateful for Laura’s help navigating the program. I now use this program to record my learning videos
and connect/check in with students. Another challenge of remote learning is educators don’t know the amount of support available with parents who may be in the home doing their own
work or are essential workers and leaving home each day. Thus, I think it is important for students to focus on doing enough work to keep learning, but not enforcing all activities be
completed. Through observations I believe Laura does a great job at ensuring students and their families are supported through phone calls home and checking in.
Laura’s Feedback:
Jacqueline’s (ULO) feedback:

Hi Jacqueline,

I have left this space here for you to provide further feedback on my lesson.

Kind regards,
Rylee Blythe